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Two and Three Dimensional Shapes
Blackduck ElementaryStacy Bahr ~ Kindergarten
Sheena Reese ~ 1st
Cassandra Hietala ~ 1st
[email protected] and 3D (K-1) Unit Summary
Kinder Geometry StandardsRecognize and sort basic two- and three- dimensional shapes; use them to model real world objects.K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.K.3.1.2 Sort objects using characteristics such as shapes, size, color, and thickness.K.3.1.3 Use basic shapes and spatial reasoning to model objects in the real-world.First Grade Geometry StandardsDescribe characteristics of basic shapes. Use basic shapes to compose and decompose other objects in various contexts.1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
By the end of our unit, students will have a better understanding of two and three dimensional shapes. They will deepen their understanding of what makes a two or three dimensional shape along with seeing a relationship between the two. Our unit will begin with a low risk, pizza building activity, gluing paper shapes onto a paper plate. The teacher will go around and assess which students already know the basic 2d shapes. A 3d shape coloring activity will be given to assess prior knowledge of 3d shapes. Throughout our unit we will have several hands on activities for the students to investigate and learn from. The students will have opportunities to work with pattern blocks, geoboards, play dough and toothpicks, cards and other games, Legos, coloring sheets, and geosolids to deepen their understanding of two and three-dimensional shapes. We will be ending the unit with a sorting activity involving 2d and 3d edible objects.(No MCA testing is required in kindergarten or first grade.)
Unit Contents
Week 1-Day 1.) Build a Shape Pizza/ Verbal Pre-Test
Intro to 2D - What makes a 2D shape? Talk about attributes. Day 2.) Geoboard Shapes - copycat in pairs Day 3.) Geoboard Shapes - teacher dictate ‘given this make that’ Day 4.) Build 2D shapes with pretzels -Color by sides worksheet
Week 2-Day 5.) Build shape friends with pre-cut shapes Day 6.) Fill a Hexagon Day 7.) Fill a shape with more and fewer Day 8.) Lego congruency/symmetry
3D Pre-test Week 3-Day 9.) Guess my rule Day 10.)Intro 3D shapes – explore with playdoh and toothpicks Day 11.) Spin and Stack Day 12.) Guess my shape – paper bag activity with partner
Week 4-Day 13.) Geoblock match up - relate 2d/3d and shape race Day 14.) I have______? Who has______? - 5 in a row Day 15. and 16.) Build our Town
Week 5-Day 17.) Conclusion of unit - Mama said never play with your food – 2D/3D sorts3D Post -Test (retest those kids who struggled with 2D shapes)
Day 1 – Shape Pizza and Pre Test/IntroMN Standards
K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.
Objective: By the end of this lesson students will be tested on their prior knowledge about two dimensional shapes. Students will also join in discussion about what makes a two dimensional shape, along with the attributes that belong to shapes such as squares, circles, triangles, rectangles, and other basic shapes. Launch: To begin the lesson, students will gather at the rug, sitting next to their daily partner. A pizza, fresh out of the oven, would be shown on the smart board and the students would be given the following question to stop and think about, “How would you describe a pizza to someone who had never seen a pizza before? What does it look like?” After allowing for some think time the teacher would prompt them to think, pair, and share with their daily partner. The teacher would call on a few students to share out their ideas. The next smart board slide would be shown, this time showing 1 slice of pizza, and a whole pizza. The students would think, pair, and share about how the two pizza pictures are different. A few students would be called on to share outloud. Hopefully the students begin using shape language such as the slice is a triangle and the whole pizza is a circle. This will be a good lead into why we need names for different kinds of shapes.
Explore: After looking at pictures of pizza, the teacher will explain that each student will get to make his or her own pizza today, a shape pizza. The materials will be passed out once students are seated at the tables with a glue stick. Each student will be given a pizza crust (paper plate), along with each table getting a pile of pepperoni (red circles), cheese (yellow and orange rectangles), sausage (little brown squares), canadian bacon (pink large triangles), and peppers (green small triangles). Students will get to build their pizza to their liking. As students are creating, the teacher will go around and ask students the names of each shape, making note of who does not know these basic shapes. Those who are unsure will be told the shape names to that they can find success on the next step. Students will include how many of each shape on their paper. See image below (our choices very slightly from what is pictured).
Share: As students are finishing up their work they can take a “museum walk” around the room to see what other students’ pizzas look like. Once everyone is (or almost) finished, students will get to share their pizzas with a friend. They will be directed to try to use shapes to describe their pizza to their friend. Teacher will walk around and give guidance where necessary at this time, prompting the use of shape names.
Summarize: Students with gather at the rug again, with their pizzas in their laps. As a class we will look at our shape pizzas and come up with some difference between the shapes that we used. Teacher will draw they on chart paper for reference as well. Words such as round, and straight, would be good starting points. We could then lead into how many straight sides are on some of the shapes, and are the sides the same length? Does a circle have any points like the other shapes? We will briefly end the day in math by sharing out any other shapes we might know such as hearts, stars, etc. The teacher add these to the chart paper with the original shapes we discussed to compare ways in which they are the same or different to what we already know.
*Pre-Test for 2D vs 3D will be given either during or at the end of this lesson. See attached test page.Test page found and adapted from http://www.math-salamanders.com/3d-shapes-worksheets.html
Shape Pizza Activity Example found at... http://lovelaughterandlearninginprep.blogspot.com.au/2016/06/hands-on-
ideas-for-teaching-2d-shape.html
Day 2 – Shape Copy Cat on GeoboardsMN StandardsK.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres. 1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Objective: By the end of this lesson, students will be able to define congruency in two shapes on the geoboards and show it on a worksheet. Creating figures on a geoboard helps students focus on the properties of shapes. Students will also draw conclusions about how properties are related to one another. Launch: To begin the lesson, students will gather at the rug. Teacher will use pattern blocks to introduce the word congruent and show examples. Teacher will pull two blocks out and ask the class to compare and contrast the shapes. Teacher will continue this activity and will eventually pull two of the same exact shapes out. This is when congruency will be defined and shown. After doing this as a whole group, students will be given individual geoboards to work with. Explore: Students will be given a few minutes to play with the geoboards. After that time is given, the teacher will present shapes on the board that the students will be instructed to create on the geoboards. Teacher will refer to the activity as “copy cat.” Students will be to construct the same size and same shape that is shown on the board. They will be constructing “congruent” shapes. After copying the teacher, students will be paired up and will play copycat with each other. One student will make a shape on one geoboard. Then, the other student will create the same shape on the same geoboard. If students are successful using one geoboard, then the teacher will instruct them to transfer the copies between two geoboards. After exploring is done, students will complete a worksheet to show their understanding or lack of understanding congruency. Share: Students will have a 5 minutes session where they can make a congruent shape on their own boards to share with the class at the end of the activity. Summarize: Students with gather at the rug again, with their geoboards on their laps. They will describe the shapes they created on their geoboards and tell why they are congruent. Teacher will re-define what congruency is. Teacher will be able to see who does and does not understand congruency by the shapes they have on their share board at the end of the unit. Activity Example found at... https://www.teacherspayteachers.com/FreeDownload/Congruent-Shapes-Freebie-2470484 Author: The Creative Cricket
Day 3) Geoboard Shapes – Teacher dictate ‘Given this, make that!’ MN StandardsK.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres. Objective: By the end of this lesson, students will be able to define the attributes of 2D shapes. They will be able to construct a shape the teacher requests them to make on the geoboards. Clues will be given using attribute vocabulary on which mystery shape the teacher wants the students to make on the geoboards. Launch: To begin the lesson, students will review pattern blocks and other 2D shapes. The class will manipulate the pattern blocks and discuss the attributes of different shapes in the pattern block tub. After reviewing and defining sides, edges, and vertices, students will be given geoboards to make shapes on. Explore: The teacher will first, tell students to create a shape on their geoboard by name. For example, “Make a square on your geoboard.” Teacher will then ask volunteers to show their boards and identify the attributes of the square. After practicing this activity with a variety of shapes and pattern blocks, the students will be instructed to make shapes that have specific amounts of sides and vertices, but will not be given the name of the shape. Students will explore on their geoboards until they have created the mystery shape the teacher is describing. Instead of telling students to make a square, teacher will instruct students to make a shape that has 4 sides. Teacher may also say make a shape that has 4 corners. This will continue for approximately 5-8 different sets of instructions. Share: Students will be invited to the rug to challenge their classmates on making a shape they describe. Time will be allowed for all students to share. Summarize: Students with gather at the rug again, with their geoboards on their laps. They will discuss what they liked and what they did not like about this lesson. Teacher will re-define the math terms from the lesson and make sure students know the different attributes of a shape. Students will be given a worksheet at the end to check for understanding.
Activity Example found at... https://www.teacherspayteachers.com/Product/2D-Shapes-Lines-and-Corners-2168924
Miss B’s Classroom
2D ShapesSides and Corners
Shape Name Sides Corners
Day 4- Build 2d Shapes With PretzelsMN StandardsK.3.1.1 Recognize basic two-and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes cones, cylinders and spheres.
1.3.1.1 Describe characteristics of two-and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
1.3.1.2 Compose and decompose two-and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: By the end of this lesson students will be able to tell how many sides a 2d shape has and construct those shapes out pretzel pieces.
Launch:To begin I will read The Greedy Triangle by Marilyn Burns,stopping to review the names of the various shapes in the book. After we have read the story the children will work with their table partner to each complete Color by Sides. On this sheet the children need to determine how many sides various shapes have and sort them by color. http://www.teacherspay teachers.com/Store/Olivia-Walker
Explore: After the kids have helped each other complete their Color by Sides sheet,each pair will be given a baggie of pretzel pieces and they will try to recreate the shapes found on their sheet.
Share: After the kids have had time to create as many of the shapes as they can I will invite kids up to the document camera to share how they created various shapes using their pretzel pieces. I will encourage discussion about lengths and number of sides and how those variables effected their creation time. Allow kids to give input on what they did to create various shapes.
Summarize: After we have had time to share their creations we will gather on the rug to review the names of all the 2d shapes and take a quick vote on which shapes were the hardest to make and why. The kids will be informed that they will get to create more shapes later on in the week using play-doh and toothpicks.
Various portions of this lesson were adapted from grastys2ndgradegoodies.blogspot.com
Day 5 -Build a Shape Friend
MN StandardsK.3.1.1 Recognize basic two-and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes cones, cylinders and spheres.
K.3.1.3 Use basic shapes and special reasoning to model objects in the real-world
1.3.1.1 Describe characteristics of two-and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: In this activity the students will need to use various 2d shapes to create a shape friend. After they have created their friend they will need to record how many of each shape they used in their design.
Launch: I will start by reading the book,The Shape of Things by Dayle Ann Dodds.
In this book we will stop to discuss the various shapes used to make the pictures in the book.
Explore: With a partner the kids will get to use shapes to create their own shape friend. They will choose different shapes in various colors and sizes that they will use to build their friend. They will also record how many of each shape they used to complete their friend.
Share: When the kids have finished their friend they will get a chance to share it with the rest of the class. They will also share how many of each shape they used toto build their friend.
Summarize: When all the kids have had a chance to show their shape friend and report how many of each shape they used we will come together on the rug to look at what we notice about the shape friends. What do they have in common? What are the differences they notice?
Lesson adapted from tpteasyteachingtools.com/shapefriend
Day 6 – Fill a HexagonMN Standards1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.Objective: By the end of this lesson students will understand the relationship between different shapes. They will be able to show that a hexagon can be made up of at least 3 different combinations of shapes. Launch: To begin the lesson, students will be presented with a challenge. A hexagonal shaped garden will be shown on the smart board. The teacher will then tell about how her grandma wants help planting this odd shaped garden. She has several different flowers she could plant, but wants to see all of her options so she can make the best decision. “So she is asking your help… Your challenge is to come up with as many ways as possible to fill this garden with plants aka pattern blocks. Each block can represent a different plant.”
Explore: After presenting the students with their challenge, the materials will be passed out. The students will each get a piece of paper with several blank hexagons on it. Each table will also get a bin of pattern blocks to use. Students have a the choice of just laying the pattern blocks down inside the hexagons OR they may choose to trace the shapes and color them if they wish. Students will be given time to work individually.
Share: After the students seem to be running out of ideas, they will be directed to collaborate with their daily partner sitting next to them. They students can share their ideas but must TALK with each other to see if they can find any more ideas. After doing this for a bit students will put their hands in their lap and direct their attention to the doc cam. Students will volunteer to come show some of their ideas on the teacher sheet under the doc cam. Students will continue coming up to share their ideas until nobody has something new to add. At this time, the teacher (depending on the level that the students seem to have gotten to on their own) may choose to show an example of a variety of shapes such as using a trapezoid and 3 triangles. This should spark their imaginations to come up with some multi-shape combinations that they may not have found. They will be given a few more minutes to explore. Again, students will have the opportunity to add any new ideas to the teacher sheet for the class to see.
Summarize: After the students have had plenty of time to explore and share their ideas, we will gather at the rug and chat about some things that we see looking at all of the possibilities that they came up with. As a class we will talk about some of the things we learned today, such as that a trapezoid can be made up of three triangles, a big shape can be made with different smaller shapes, a diamond can be made up of two triangles, a hexagon can be made with two trapezoids, etc. Students will be told that we will do more with filling different shapes with pattern blocks tomorrow.
Lesson found and adapted from the Investigations First Grade Math Curriculum. Unit 2 - 2D Geometry - Making Shapes and Designing Quilts. Pg. 129 Teachers Guide
Grandma’s Garden
Day 7 – Fill a shape with more and
fewerMN Standards1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.Objective: By the end of this lesson students will be able to successfully show two different ways to fill a given two-dimensional shape, one using as few shapes as possible, and the other using as many shapes as possible. Students will gain a better understanding of how different shapes can relate to each other. Launch: To begin the lesson, students will be given a small square border at their table seats. This is going to be their very own ‘quilt’ that they get to design how ever they choose. The only
rule is that the entire quilt has to be filled with pattern blocks. They are not allowed to leave any white space showing or else they would have a hole in their quilt. After allowing some time to work, the students would then be directed to talk with those at their tables about their quilt and how they designed it. As a class we would then answer the following questions. Is your quilt the same as your neighbors? Is there any wrong or right way to make your quilt if you followed the instructions? Do some quilts have patterns? How come so many quilts look different? Etc.
Explore: After playing around with building their individual quilts, students will gather together at the rug for a new challenge. The teacher will pull up the hexagon sheet from yesterday under the doc cam. We will remind ourselves about how you could have several ways to fill the same shape. Looking at the hexagons, the teacher would ask, “What is the least amount of shapes we used to fill a hexagon? What is the most amount of shapes we used to fill a hexagon?” Prompting might be necessary to get them to arrive that you could use 1 hexagon to fill it or 6 triangles to fill it. They will be given a new challenge today. This time it is a larger shape that they will be filling and their job is to come up with as many different ways to fill their shape. They can explore with pattern blocks alone or by tracing the blocks onto their page. (Pg. 18 and 19 attached ) After a bit of exploring with this a new page will be passed out. This time their challenge will be to find the most amount of shaped to fill and the least amount of shapes to fill. (Pg. 21 attached)
Share: Sharing will be done in a similar way to what was done yesterday. Students will share ideas with a partner trying to see if they can come up with the most or the fewest number possible to fill the shape. After giving them time to share ideas with their partner we will put the paper under the doc cam for students to come show their answers. As this is happening we will discuss whether we truly have the most or fewest blocks possible. This will most likely need some prompting, such as, “Can any of these shapes be put together to make a bigger shape like a diamond, trapezoid, or hexagon like we explored yesterday? What is the smallest shape we can use? Can any of the shapes be broken down even smaller, into triangles?”
Summarize: After exploring and sharing, we will summarize the day by discussing more relationships between shapes we may have found today. We will discuss how we came up with finding the most and fewest amount of blacks to fit inside the given shape. Lesson found and adapted from the Investigations First Grade Math Curriculum. Unit 2 - 2D Geometry - Making Shapes and Designing Quilts. Pg. 57 Teacher Guide
_______________________’s Quilt
Day 8- Lego SymmetryMN StandardsK.3.1.1 Recognize basic two-and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes cones, cylinders and spheres.
1.3.1.2 Compose and decompose two-and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: The students will be able to create the symmetrical side of a partner’s design as well as creating their own designs.
Launch: I will start by reading, Is It Symmetrical? by Little World Math ConceptsIn this book we will look at examples of symmetry and discuss what they think being symmetrical means.
Explore: We will look around the room to see if they can find other things that they think are symmetrical and why they think that? After we have had time to explore the room I will distribute various Lego designs cards that will try to build the symmetrical match to.
After they have completed a few premade cards I will encourage them to create their own design and find a classmate to try to build its symmetrical match.
Share: Once it looks like the kids have had a chance to create their own designs and build on their classmate’s designs I will give them a chance to show some of their work to the whole class using the document camera.
Summarize: After the kids have had a chance to share their designs and symmetrical matches we will talk about what was hard in this activity and what was easy. I will extend the activity for them to try with small Lego blocks as well as pattern blocks.
Parts of this activity were adapted from pinterest free printable Lego symmetry cards.
*Pre-Test for 3D figures will be given either during or after todays lesson. See attached worksheet.Test page found and adapted from http://www.math-salamanders.com/3d-shapes-worksheets.html
Day 9- Guess My Rule MN StandardsK.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.K.3.1.2 Sort objects using characteristics such as shapes, size, color, and thickness. 1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders. Objective: By the end of this lesson, the students will recognize similarities of certain shapes - describe and identify two- and three-dimensional geometric figures in order to sort them according to attributes. Students will be able to describe attributes of a certain set of shapes and share the rule for the set of shapes. Launch: To begin the lesson, students will gather at the rug. Whole class will review the names of shapes. Teacher will the students they are going to play a game using the shapes they have just talked about. Show a group of pattern block shapes. Tell students you are going to sort them where they all have something in common. Demonstrate by grouping certain shapes together. Explain why you are grouping them all together. (Ex: I'm putting all of these shapes together because they are red. or I'm putting all of these together because they have 4 sides.) Explore: Let students group the shapes in a certain way and have the students tell you what "rule" they grouped them by. Students should do this on their own for approximately 10 minutes. After 10 minutes, have the students pair up and share/guess answers with a partner. After time has been given to share with partners, ask volunteers to share with the class. Share: After time has been given to share with partners, ask volunteers to share with the class. Summarize: Review game and play a couple of more times as a class. At the end of the lesson, have students draw a picture of a group of shapes and tell or write about the rule. Use the provided worksheet. Check for understanding and review or repeat as needed. Activity example below found at... https://drive.google.com/file/d/0B_mieVEhjKG5NTZmZjY5NTAtNzI3NC00YmY5LWFhNTQtZmZjNjVjMjExNzhl/view
Day 10- Building Three-Dimensional Shapes Using Toothpicks and Play-DohMN StandardsK.3.1.1 Recognize basic two-and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes cones, cylinders and spheres.
1.3.1.1 Describe characteristics of two-and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms and cylinders
1.3.1.2 Compose and decompose two-and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: Students will be able to compose and name a variety of 3d shapes using toothpicks for the sides and play-doh for the vertices.
Launch: I will start by reading the book, Make A Wish, Albert: 3D Shapes by Sue Vander Houran. While reading this book we will stop and name the various 3d shapes we see and what they represent. Example, a cube is a present or a sphere is a balloon.
Explore: After reading the book we will walk around the room looking for examples of 3d shapes. Once we have had time to explore the room I will show the 3d blocks and tell them that they will get the chance to build their own 3d shapes using toothpicks and play-doh. After distributing blocks, toothpicks and play-doh we will create one 3d block together. They will watch me do each step repeating what I do. After we have completed one together I will let them construct other 3d designs using the 3d blocks as models.
Share: One the kids have had a chance to build their 3d shapes I will have them share their favorite creation with the class.
Summarize: Once all the kids have had a chance to share their 3d designs they will record how many sides and vertices each shape they made has. I will challenge them to create other 3d shapes.
Parts of this activity were adapted from TPT: STEM Challenge Toothpick Structures
Day 11- Spin and StackMN StandardsK.3.1.1 Recognize basic two-and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes cones, cylinders and spheres.
1.3.1.1 Describe characteristics of two-and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms and cylinders
Objective: Students will become more familiar with the names and qualities of 3d shapes.
Launch: Discuss with the kids if they have ever built a tower before.
Explore: The kids will get with a partner. Each pair will get a spinner with all the 3d shapes represented and geosolids that match the 3d shapes on the spinner. They will take turns spinning the spinner and collecting the 3d shape they land on. Once they collect a geosolid they add it to their tower. The student that keeps their tower standing the longest wins.
Share: Once the kids have had a chance to play the game a few times we will gather on the rug to share how tall they got their towers to be?
Summarize: Once they had a chance to share their tower heights we will discuss what worked and what didn’t when building their towers. Examples: If you spin a sphere or a cone first what happens? What do you need to spin to get a good start to your tower? Why are those blocks good to spin? What geosolids were easy to stack and which ones were not?
This activity was taken from The First Grade Parade (2d and 3d shapes spin and stack)
Day 12- Guess my shape – Paper bag activity MN StandardsK.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres. 1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders. Objectives: Students will be able to identify and describe various shapes using defining attributes. Launch: Gather students in a circle and hold up the shape bag.Explain that this is a mystery shape bag that will be passed around. Students have to try to figure out what’s inside without peeking. Demonstrate the procedure by closing your eyes, manipulating the bag with your fingers, thinking aloud about what you feel inside the bag. Pass the bag around the circle and ask each student to share one observation about what is felt.Explain that our observations about what we feel in the bag are our first clues regarding what is inside. Take out the object from the shape bag. If this is a shape that was guessed, ask what made it easy to describe. If this was not guessed during the introduction, ask what made it hard to describe. Ask if the color and size help to describe its shape. Point out that any object can be red, blue, large, or small. The best clues use specific attribute descriptions.Model a defining attribute description for the object in the bag. For example: The triangle is pointy on three spots. Explore: Put students in groups of 3 and have them take turns putting a shape in the bag for their partners and having partners try to guess what shape or solid they put in the paper bag. Share: Students will meet at the rug at the end and share some ways that their classmates described what they felt inside the bag. Summarize: Check for understanding by describing a few shapes and having volunteers try to guess the shape. Allow students to build with math shapes while individual groups are called back to do assessments with the teacher.
Day 13 – Geoblock match up /shape race MN Standards: K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, 1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: By the end of this lesson, students will be able to make the relationship between certain two and three-dimensional shapes such as that a cone has a circle as a base and a pyramid has a square base. They will do this by matching up the three dimensional shape with the two dimensional for the teacher to observe. Launch: To begin with, each student will get to choose a geo solid from a bucket. They will be told they are going to get to trace their shape but not until after they share a secret with their daily partner. Student will be directed to look at their 3D shape and guess what it might look like when they trace it. They need to whisper their guess to their daily partner and their partner needs to do the same.
Explore 1: After sharing their guesses with their partner, the students will be told to trace their shape with a crayon onto a blank piece of paper. Their partner should also do the same. They can discuss with their partner whether their guess was right or wrong. Share 1: When finished they should bring their shape and their traced shape to the rug. I will ask a student to volunteer to come up and share their shapes. As a class we will look at the two different shapes and discuss what is the same and what is different about the two shapes. This should get them talking about 2d and 3d shapes. If the students don’t get there on their own the teacher should prompt them.
Explore 2: After viewing a couple of their peers shapes that were traced, the students will get time to explore all of the shapes on their own. This time they will be matching the 3D shapes to given 2D shapes on their worksheet. The teacher will walk around and make observations about their success, helping when necessary.
Share 2: When finished exploring, students will talk with the peers sitting at their table about what they found out and what they learned.
Summarize: After sharing with their tablemates, we will gather at the rug and share out with the whole class some things we learned by this activity. If time, student will get to have a shape race with their partner using the 3D shape language that they have learned the past few days.
2D-3D MatchupCan you find my 3 dimensional match?
Do any of us have more than one match?
Shape race game board found at http://www.mrsprinceandco.com/2012/06/something-i-forgot-to-share.html
Day 14- I have____! Who has ___? MN StandardsK.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres. Objective: Students will demonstrate successful identification of 2D and 3D shapes/figures. Build solid figure and shape vocabulary. Participate in whole class math game. Review shapes and solid figures from the geometry lesson. Launch: Tell kids they are going to play a fun math game, but they have to have very good listening skills to play. Tell them they are going to help solve a mystery of who has what shape! To play, have students sit in a circle or at their seats. Distribute the cards to your students. Each student will get one card, but some will get two cards if you have more cards than students. Some will share cards if you have more students than cards. Explore: The person with the “I have the first card” starts and others continue until all cards have been read aloud. Play the game several times. In between each round, the kids trade cards with someone near them. Share: When the game is over after each round, have the kids share about the attributes of the shape they had for that round. Summarize: Discuss as a class the various shapes, attributes, similarities, and differences found during this game. Discuss what went well during the game and what could be better.
Activity found at... file:///Users/teacher/Downloads/FirstGradeGeometryIHaveWhoHas2Dand3DS
hapesGame.pdfAuthor: Mrs. Wheeler
Day 15 – Build our Town (Day 16)MN Standards: K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.K.3.1.3 Use basic shapes and spatial reasoning to model objects in the real-world.1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.1.3.1.2 Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.
Objective: By the end of this lesson students will be able to use 2 and 3 dimensional shape terms properly to plan a building of their own (through teacher observation). They will be able to use three-dimensional shapes to create their own building(s) for our class town. Launch: To start the lesson, a picture of a town will be on the smart board for students to observe as they gather at the rug. The will be directed to think inside their heads about what kinds of 2D and 3D shapes they see. After allowing time to think, the students will be given a chance to share their thoughts with their peers. They can come up to the smart board and wither point or outline the shapes they see. An example of using a piece of paper or a Kleenex box will be presented for the students to understand why buildings are built in 3D rather than 2D. Students will be lead by the teacher in a brief discussion about what different buildings might be used for in their town. The students will be presented with the idea of building a town of their very own.
Explore: The first step of building their town is to determine what their buildings will look like. They will be give some time to close their eyes and imagine what kinds of shapes they will use to building their building. A worksheet will be passed out for the students to fill out. They will name their building and decide who will use it and what will people do there. They will then add the3D shapes they will use to create their building. They may draw a picture of their building on the back if they have time.
Share: Students will join at the rug for a sharing circle once everyone is finished. They will share what their building will be used for and what shapes they will use to build it. If they drew a picture, they may show that as well. Each student will get a chance to share as we go around the circle.
Summarize: After the sharing circle we will discuss each others ideas about their buildings. We will talk about which ideas we think will work well and what types of building might all use the same shapes, etc.
*Day 16 will be an extension where students will get to explore and actually build their building using either cardboard scraps, paper, or building blocks. If they make changes to their building they need to fix it on their creation sheet.
Ideas found and adapted from the Investigations First Grade Math Curriculum. Unit 9 - 3D Geometry - Blocks and Boxes.
Day 17 – 3D Post Test and 2D/3D SortMN Standards: K.3.1.1 Recognize basic two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres.1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, and cylinders.
Objective: By the end of this lesson students will successfully be able to show their knowledge about 2D and 3D shapes by sorting given objects into the proper group. Students will also show significant growth (90% or better) on their post-test taken on this day. Launch: Students will come in the room and see baggies of food on each of their table seats. This already will heighten their excitement. The students will gather to wait for instructions. Under the doc cam will be a sorting mat labeled 2d on one side and 3d on the other side. Together as a class we will review all of the things we have learned over the past unit on our chart paper. The review should be student lead with the teacher prompting to keep them on the right track and help as needed.
Explore: Once we have reviewed our 2d and 3d characteristics, instructions for todays explore time will be given. The students will each have a baggie of treats of all different 2D and 3D shapes. (Some treat/shape ideas: Ritz crackers, cheese-it crackers, graham crackers, combos, marshmellows, buggles, whoppers, twix, etc.) The students can not eat the treats until they have teacher permission after they have completed their work. They students will be in charge of sorting their treats properly on the 2d/3d sorting mat at their table seat. Once they have completed it they should compare with their neighbor and discuss any changes that may need to be made.
Share: Once the class has had plenty of time to do their work on their own, we will gather at the rug. I will have a teacher copy of the sorting mat and baggie of treats. One student at a time will be called up to put one treat on the correct side of the mat. This will continue until all are sorted. If a student has an argument about a shape he or she needs to raise their hand and calmly explain themselves.
Summarize: As we finish sorting as a class we will go back to our chart paper and review the most important things to remember, such as 2d shapes are flat, 3d shapes are round or fat. The students will get to choose one of the treats in the bag to eat. Their will be fresh bags/boxes for them to get their treat to eat from. As they eat their treat they will complete the unit post-test to show the knowledge they have gained throughout the unit. (See test page attached) Test page found and adapted from http://www.math-salamanders.com/3d-shapes-worksheets.html
2d/3d food sort activity found on pinterest athttp://kinderteacher-kindergartenlife.blogspot.com/2011/09/momma-always-said-never-play-with-your.html
